Treatment Graduation Quotes

And the concept of an extraordinary means of preserving life, or a risky, optional treatment that doctors don't recommend, is one I studied in graduate school and fascinates me to this day. It's the idea that the patient ultimately controls their own fate, and that is the greatest freedom you can have within a system that sees patients as their diagnosis rather than as people

Griffin Hansbury, who was born female but underwent a sex change after graduating from college, has another well-informed view of the powers of testosterone. “The world just changes,” he said. “The most overwhelming feeling was the incredible increase in libido and change in the way I perceived women.” Before the hormone treatments, Hansbury said, an attractive woman in the street would provoke an internal narrative: “She’s attractive. I’d like to meet her.” But after the injections, no more narrative. Any attractive quality in a woman, “nice ankles or something,” was enough to “flood my mind with aggressive pornographic images, just one after another…Everything I looked at, everything I touched turned to sex.” He concluded, “I felt like a monster a lot of the time. It made me understand men. It made me understand adolescent boys a lot.

his first day at Pharmstar, Mazzio had sat in when Iron Jack briefed newly-hired business school graduates on strategy. ‘I want the next Prozac or Valium, the next Lipitor or Zantac,’ Jack had said, striding up and down, his big voice booming across the hall. ‘I want you to scour the world for billion-dollar-a-year blockbusters. Between you and me you can screw the cure for cancer as a financial proposition. What we need are treatments, not cures. Treatments that patients take every day, year in, year out. The clinical areas are obvious: depression, migraine, back pain, arthritis, cholesterol control, weight control. And the target market is only one: first world and affluent.

In 1895, Dr. William Mayo addressed the graduating class of the medical department of the Minnesota State University on the importance of thoroughness in medicine: Above all things let me urge upon you the absolute necessity of careful examinations for the purpose of diagnosis. My own experience has been that the public will forgive you an error in treatment more readily than one in diagnosis, and I fully believe that more than one-half of the failures in diagnosis are due to hasty or unmethodical examinations. Say to yourselves that you will not jump at a conclusion, but in each instance will make a thorough and painstaking physical examination, free from prejudice, and your success is assured. 14

Black students at a predominantly white university, for example, might be particularly prone to feel that they don’t fit in or belong at that university, especially if they experience an academic setback, as many students do in their first semester. If so, then an intervention designed to redirect their narratives from “I don’t fit in here” to “Everyone experiences bumps in the road” might increase their sense of belonging and improve their academic performance. To find out, researchers conducted a study with black and white first-year students at a predominantly white university. In the treatment condition, the students received statistics and read interviews with upper-class students indicating that most students worry that they don’t belong when they begin college, but that these worries lessen over time. To reinforce this message, the students wrote a speech illustrating how this lesson applied to them; that is, how their own worries about belonging were likely to be temporary. They delivered this speech in front a video camera, ostensibly so that it could be shown to future students at their school. Participants in the control group underwent the same procedure, except that they learned that social and political attitudes change over the course of one’s college career—they heard nothing about changes in one’s sense of belonging. The entire session lasted only an hour. Yet, as with other story-editing interventions, it had dramatic long-term effects on the black students’ performance and well-being. Those who got the message about belonging, relative to those in the control group, believed they fit in better at college, became more engaged in college academically (by studying more, attending more review sessions, and asking more questions in class), and achieved better grades in the rest of their college careers. Not only that, but on a questionnaire they completed right before they graduated, black students who had received the “belonging” intervention reported that they were in better health, had visited a doctor fewer times, and were happier than did black students in the control group. The “belonging” message had no effect on the white students, because most of them already felt that they fit in at their university.22

Life itself will protect you. You will graduate to living a better life than you have ever lived till now! Your treatment and patience has paid off! You are life's own student and have seen life from all the angles. You have come full circle and now it is time to rejoice. Say you are absolutely fine and it will be granted to you!

After multiple suicide attempts Maria was placed in one of our residential treatment centers. Initially she was mute and withdrawn and became violent when people got too close to her. After other approaches failed to work, she was placed in an equine therapy program where she groomed her horse daily and learned simple dressage. Two years later I spoke with Maria at her high school graduation. She had been accepted by a four-year college. When I asked her what had helped her most, she answered, “The horse I took care of.” She told me that she first started to feel safe with her horse; he was there every day, patiently waiting for her, seemingly glad upon her approach. She started to feel a visceral connection with another creature and began to talk to him like a friend. Gradually she started talking with the other kids in the program and, eventually, with her counselor.

Starting about a week before you “graduate,” the treatment provider will begin urging you to sign up to extend your time in their program through intensive outpatient treatment

The first of these CDC-funded studies came out in November 2015.9 Using data for Wilmington, Delaware, the study discovered that the majority of young men who were involved in firearm crime were also involved in crime as juveniles. Many got expelled from school, were abused as children, dropped out of high school prior to graduation, or were unemployed. Then, the study simply asserts that government programs would help solve the problem. It suggests providing “life skills training,” “individual placement and support” for jobs, “multi-dimensional treatment foster care,” and something listed as “coping power.” It isn’t surprising that research funded by a Democratic administration would reach these policy conclusions.

Pratt created the Carlisle Indian Industrial School in Carlisle, Pennsylvania, and his motto was "kill the Indian, save the man." At this school, and others that would open and follow in its wake, tens of thousands of Native children faced abuse and neglect. They were often forcibly removed from their homes and taken to these schools that were sometimes across the country from their original lives. When they arrived, the children were forced to cut their hair and change their names. They were made to become White in look and label, stripped of any semblance of Native heritage. The children were not allowed to speak their Native tongues, some of them not knowing anything else. They were prohibited from acting in any way that might reflect the only culture they had ever known. At Pratt's Carlisle Indian Industrial School alone, the numbers revealed the truth of what this treatment did. Of the ten thousand children from 141 different tribes across the country, only a small fraction of them ever graduated. According to the Carlisle Indian School Project, there are 180 marked graves of Native children who died while attending. There were even more children who died while held captive at the Carlisle school and others across the county. Their bodies are only being discovered in modern times, exhumed by the army and people doing surveys of the land who are finding unmarked burial sites. An autograph book from one of the schools was found in the historical records with one child's message to a friend, "Please remember me when I'm in the grave." The US Bureau of Indian Affairs seemed to think Pratt had the right idea and made his school the model for more. There ended up being more than 350 government-funded boarding schools for Natives in the United States. Most of them followed the same ideology: Never let the children be themselves. Beat their language out of them. Punish them for practicing their cultures. Pratt and his followers certainly killed plenty of Indians, but they didn't save a damn thing.